TOPICS FOR A2-LEVEL SPEAKING TEST

The following topics for the 3-minute speaking test are chosen in alignment with what is taught in class, i.e. from Level A2s
Modules 9-15 New Cutting Edge Pre-Intermediate. The four assessment criteria, accorded equal weighting (25% each), are
Fluency and coherence, Lexical resource, Grammatical range and accuracy and Pronunciation.
ROUGH DESCRIPTION OF THE FOUR ASSESSMENT CRITERIA
Fluency and coherence: How much communication is possible? To what extent is the topic developed or the basic message
conveyed? How well are connectives and discourse markers used? How often is the flow of speech interrupted by pauses,
repetitions, self-corrections, hesitations, etc.? Are interactive strategies used naturally?
Lexical resource: How sufficient is the candidates vocabulary to convey the message or develop the topic? Any attempt to
paraphrase? How frequent are the errors in word choices? How flexible is vocabulary used? Any use of less common or idiomatic
vocabulary or collocations? How wide is the range of vocabulary resource utilised?
Grammatical range and accuracy: How successfully are the basic sentence forms produced? How frequent are the grammatical
errors and can they lead to misunderstanding? How flexibly can the candidate make use of a mix of simple and complex
sentences? How large is the range of structures used, and how naturally and appropriately? How frequent are error-free sentences
produced? Do some grammatical mistakes persist?
Pronunciation: To what extent is speech intelligible or generally understood throughout? How frequently do mispronunciations
occur and cause difficulty for the listener? How precisely, subtly and flexibly are the pronunciation features used?
Notice that each topic relates to a specific module assigned to a level. As a result, the vocabulary and language focuses required
to develop the topic are part of the expected testing points that teachers / examiners should elicit from candidates. Such an
alignment is not aimed at lowering the speaking standards or impose constraints on assessment. Instead, examiners / teachers in
charge have lots of leeway to encourage and evaluate students speaking performance.

Given the time constraint 3 to 5 minutes we suggest this is how a speaking session should proceed: candicates skip
greetings and introduction and come up with at least 3 prompts and go straight away to presenting his/her topic through
these prompts. The students presentation may be followed by 2 Q & A exchanges, as illustrated by the following:
Example topic
Name an achievement that you have done in your life.
Explain why it is important. (Level A, topic 11)

Suggested prompt
1 What is it?
2 What did you do to achieve this?
3 Why is it important?

1.
2.
3.
4.
5.
6.
7.

Compare your hometown now with what it was like ten years ago.
How can the computer help you in your studies / work?
Health problems one may have if one lives a passive life.
What should we do to stay fit?
Your special hobbies.
Job satisfaction is more important than a good salary. Do you agree?
Name some famous brand names associated with clothes and sportsware, cars and motorbikes, food, etc. Why do
you think they are successful?
8. Name a few things / activities that you cant do without (e.g. your handcell, watching TV, going out with friends,
reading something before bedtime, etc.)? What good does each do to you?
9. What kind of person are you (in terms of personal characteristics)? What kind of job is suitable for these
characteristics?
10. What qualities do employers look for in the people they wish to employ?
11. What can one obtain from doing a job apart from income?

12. What does being successful mean to you? Why do different people see success differently?
13. Talk about a success story that inspires you.
14. What can you do in your own capacity to protect the environment?.
15. It is our responsibility to pay back to the community. Do you agree? Explain. Do you participate in any social work?